2nd Edition

ooklet
ENb
S

How to cater

2
for Special
Educational Needs
or Specific
Learning Difficulties

> Alejandra Ottolina

 In this introduction, we aim to give an insight into special needs and their implications because
although we know that in any class we are likely to find a wide range of academic abilities, strengths,
varied learning styles and personality traits, we are also aware that out of 30, there are probably at least
two or three students who show certain behaviour patterns that make us wonder if something is wrong,
if they need some kind of medication, if they can actually learn English.
These are students who perform quite satisfactorily in some areas but show particular difficulties in
others, and these cannot be cured because they are not illnesses. They are conditions that vary from
mild to really severe. Besides, different conditions often coexist, so we are likely to have a dyslexic
student who also lacks organizational skills or one who is inattentive as well as dyslexic. In fact, the
most common Specific Learning Difficulties are Dyslexia, Attention Deficit Disorder (with or without
hyperactivity and impulsiveness) Autism Spectrum Disorder and Obsessive Compulsive Disorder;
however, these are just a few. There are many other conditions that affect our work as teachers,
making the picture rather complex. Therefore, we should start thinking in terms of learning differences
rather than mere difficulties that may not be overcome, but it is clear that dealing with these specific
differences is no easy task, especially when we have not been trained or taught to do so. We, as teachers
of English, lack technical information about this matter. Is that a drawback? It may not be so.
On the one hand, neurosciences are making great progress and what we learn today is no longer useful
tomorrow. Therefore, we should keep on investigating and studying so as to keep updated. On the other
hand, each student is unique. A technique that works for one may not work for others. Besides, we are
not expected to diagnose or treat the student as a patient. We are only expected to teach them English
and, as in any other case, a supportive teacher can increase aspirations and achievements while a
narrow-minded, over-conservative professional will only increase the feeling of failure. This implies that
factual knowledge is good but observation, dedication and open-heartedness produce better results.
Having considered this, the next question is what should call our attention, how to ‘discover’ that a
certain student may have specific learning differences. In this respect, the first piece of advice is to
observe reactions carefully. Students will show us what they need, what they like, what makes them
feel comfortable and what does not or who they get along with. Then there are some general features
to be born in mind when planning our lessons. For example, SEN students often need more time than
the rest to copy, read or process information; they find it hard to focus and usually lack organizational
skills, which may lead to bullying from the rest. They are daunted by long texts and show difficulty in
their writing skills. Therefore, if we expect them to do the same amount of work as the rest in exactly the
same way, we will only increase their frustration.
Once we know that a certain student requires something different, we should ask ourselves if they can
achieve the same objectives as the rest of the class if the right strategies are applied. Most SEN students
can. If this is the case, we can use accommodations to facilitate their learning. These may involve
using more visual material, more oral work or a bigger font in the texts we use, for example. These are
‘presentation accommodations’ – the objective remains the same as well as the material to be used, but
we present it in a different way.
Another very common accommodation of this type is ‘segmentation’. As SEN students cannot cope
with long texts or activities, we need to cut them into shorter units, making the material more easily
accessible. Segmentation, often accompanied by simplification, is then very useful not only when we
deal with reading comprehension but also when we set homework or develop tests, in which case,
knowing some learners may find it hard to concentrate and take longer to put their ideas together, we
ought to segment the test and offer them the chance to do two activities per day. Nevertheless, despite
our efforts, very often all this is not enough; we may also need ‘time accommodations’ – more time to
answer fewer questions than the rest of the class – and ‘place accommodations’, for these students need
to sit near the teacher and next to a friend but not by the window or door.
We have mentioned that fonts are important. Students with a dyslexic condition or those with
organizational difficulties need clear and big letters. Some fonts facilitate their reading and
interpretation of texts. In this respect, technology is an ally of both teachers and SEN students.

On the Pulse 2nd Edition Level 2 © Macmillan Publishers S.A. 2021 1

 Using a computer to write their work will reduce anxiety and frustration as they will avoid spelling and
grammar mistakes, and will make sure their writing is neat and tidy. Besides, they may download text-
to-speech apps to accelerate and facilitate their interpretation of texts. An example of this is LectO, an
app created by a group of four students at ORT School in Buenos Aires who aimed to walk towards a
more inclusive society (see link to the web page below). LectO offers SEN students the chance to read
and write texts in a friendlier way thanks to functions such as the use of Open Dyslexic (a special font
for dyslexic people), the option to click on a word and see the photo that illustrates it, a text-to-speech
function as well as the possibility to use a colour code for letters that are easily confused.
At this stage we may feel our struggles are unfair. However, we ought to bear in mind that we are not
alone, that the family plays an important role. It is our duty to inform SEN students’ families of what we
notice in class, what concerns us but we should avoid focusing on what they cannot achieve. We should
be able to describe their strengths as well as their weaknesses in order encourage the family to work
together with us, to get their commitment. If we manage to establish a net, we will get better results and
everybody will have more opportunities to succeed.
Considering all this, at Macmillan Education, we have tried to include in this booklet practical tips for
each unit in On the Pulse 2nd Edition to give an insight into Specific Learning Difficulties. We have also
included plenty of photocopiable accommodations, each of which exemplifies a strategy. We are also
providing all the reading texts in the Student’s Book and Workbook in Word format so that the can be
used on LectO. We have adapted exercises, texts, Progress checks and tests in order to facilitate the work
of those professionals who believe that it is their thinking differently that makes SEN students who they
are and who they will be. Their success in life should not be in spite of their differences but because of
them and, thus, our role as teachers is of utmost importance. We wish you all the best!

Alejandra Ottolina

If you are interested in learning about Specific Learning Difficulties, you may read:

Grant, D. (2010) That’s the Way I Think: Dyslexia, The following web links also offer very useful
Dyspraxia and ADHD Explained, David Fulton information:
Publishers (London – UK) www.adhdfoundation.org.uk
Hudson, D. (2016) Specific Learning Difficulties: www.addiss.co.uk
What Teachers Need to Know, Jessica Kingsley www.disfam.org/argentina
Publishers (London – UK) www.apadea.org.ar
Pearson, J. (2017) Dislexia: Una Forma Diferente campus.ort.edu.ar/articulo/796542/5-apps-para-
de Leer, Paidós (Buenos Aires – Argentina) mejorar-la-fluidez-lectora
lecto.app/es or lecto.app/en

Alejandra Ottolina • Teacher Trainer

Biodata
Alejandra Ottolina is a highly experienced teacher trainer who has taught all levels
in both the private and public sectors. She has lectured in Argentina as well as in
neighbouring countries, and she’s currently supervising the English department of
different schools. She is Macmillan’s Academic Consultant and author of several
Teacher’s Books: For Winners, Insights, Switch On and Phases.

On the Pulse 2nd Edition Level 2 © Macmillan Publishers S.A. 2021 2